1. Coaching Mastery Inviting Excellence
Janaki Severy
Managing Dynamics 1

2. Agenda: Masterful Coaching
About coaching
What do coaches do?
What is a masterful coach?
Qualities of excellent coaches
Your frame of reference
Separate vs connected
Discovering unwritten rules
Critical mistakes in coaching
Coaching for awareness

3. About Coaching The Oxford Dictionary:
The verb coach means: to “tutor, train, give hints to, prime with facts, to inquire”.
Coaching is:
About the ”way these things are done” as much as about what is being done.
Coaching unlocks a person’s potential to maximize their own performance.
Coaching assists rather than teaches 2

4. What do Coaches do? Focus on future possibilities, not past mistakes
Deliver excellent results: use supportive relationship with those they coach
Elicit facts from those they coach, stimulated by the coach
Demonstrate unusual awareness through focused attention
Believes the person being coached wants to be self-responsible
Believes coaching provides stimulus for self-responsible behavior 3

5. Being a Successful Coach...
Requires practice/commitment in areas of inquiry and trust.
Requires/causes a fundamental change in the way the coach sees themselves and others.
Requires a perspective seeing all people as having potential and the ability to change
Must be done with AWARENESS and RESPONSIBILITY

6. Coaching Benefits High Productivity Self-Reliant Staff
Quality of Life in Work Place
Manager Gains Time
Less Stress All Around
Customer Service Improves 5

7. What is a Masterful Coach?
…engages/enters into the system or world of a person, to positively impact performance
…values/respects the intention of those they support and honestly seeks to understand the underlying good will and positive intended outcome
...believes that those they support have the necessary ability to discover and implement change in their behavior. 6

8. Masterful Coaches…
Assist coachee to reshape their way of being, thinking, acting as needed
Challenge and support coachee to achieve higher levels of performance
Encourage coachee to bring out the best in themselves and others
Teach deep learning processes to assist coachee to learn new skills
Demonstrate passion
Encourage desire from coachee to learn and grow
Show clarity of mind and heart and a touch of intuitive ‘crazy wisdom’ 7

9. Qualities of an Excellent Coach
Patient
Detached
Supportive
Interested
Attentive
Whole person listener
Keep their challenges separate from coachee
Asks masterful questions
Good listener
Perceptive
Aware
Self-aware
Insightful
Intuitive
Credible
Knowledgeable
Ethical and trustworthy 8

10. Teach the Circle of Knowing
What you know
What you don’t know
What you don’t know you don’t know
BE CURIOUS 9

11. The First Coaching Meeting
Explain coaching concept, goals and process
Establish levels of confidentiality
Set guidelines for the meeting
After guidelines are set, identify a follow-up process
Consider using a coaching template
Create an environment where they feel safe to share
Create agreement on the frequency and length of sessions
Learn their desired outcome
Using nonjudgmental, curiosity-based questions further define the outcome 10

12. Use Feeling Words/Phrases
How was that for you?
What happened next?
Tell me more…
Is there something concerning you?
Are you feeling a lot of concern about that?
You seem upset...what’s happening?
Does thinking about it that way help you? 11 16

13. Use Minimal Encouragers
Go on Yes Tell me more
Really? Oh? And?
For example... Umm... I see
I hear you Right I understand
Then? Interesting 12 17

14. Coaching for Stretch, Motivation, and Learning
What is your goal?
If you were to achieve it, how would you feel?
Learning
How will you have to think differently, act differently, and be different to make it happen?
Motivation
Why is it important to achieve it?
What is in it for you? 13

15. The Coach as Change Agent
Skillful Intervention reframes thinking, redesigns/co-designs action plans
New Skills and Capabilities
Guiding Ideas learning and performance
Results
Techniques and Methods people can use themselves 14

16. Your Frame of Reference
Demonstrate understanding of “their positive intention”
Remain separate from the content, as a neutral listener
Ask questions to assist them to organize their experience
Ask questions to assist them to explore (reframe) new perspectives
Ask questions using “their frame” of reference
Guide “ the conversation” to assist in creating a beneficial direction
Understand their perspective so they “feel heard”
Validate their intention and remind them of their values and goals
Ask them questions that create mindful insight 15

17. A Perception is a “ Frame” of Reference
How the perception process creates “frames” of reference
People make decisions and validate them with logic
People interpret through perceptions useful to validate “their decisions”
People remember what is useful to validate their decisions
A person’s decision determines their perception selection
A person’s decision determines their thought processes
A person’s thoughts and perceptions can help them validate their decision
The problem : Many have learned perceptions “Frames or maps of the world” which
do not support them in the “world they want to create for themselves” now. 16

18. Two Fundamental Maps of the World17

19. Reframing : Creating more Options
Reframing is a critical skill for the coach and those being coached.
The meaning of an event depends on the Frame” in which it was perceived.
Know your “Frames” and separate yours from theirs
Learn their “Frame”by entering their world (map) of feelings and personal meanings.
Verify their “Frame” and help them generate different frames in order to broaden their options

20. Reframing Levels
Internal Reframing: Reframe yourself to generate more options and remain curious rather than” think you know”.
External Reframing: Create questions to elicit new potential “Frames” for the other person, which can open their map (world) to more options.
External Reframing: Help them explore those options and help them create ways to select the best options to meet their goals.

21. Steps in Reframing Assist the person to deal with their feelings.
Assist the person to deal with the other’s feelings.
Then deal with the problem or concern, or objection.

22. Discovering Unwritten Rules
Learn the unwritten rules around those you are coaching.
Learn what they think and feel about the rules.
Learn what/who motivated the rules.
Learn what resources are affected by the rules.
Learn triggers/conditions that cause the unwritten rules.
Learn how unwritten rules can affect the behavior of the person being coached.
Learn how unwritten rules can be used to assist the individual to reach their outcome.
Learn if the unwritten can rules be changed. 18

23. Critical Mistakes in Coaching
Misunderstood meanings
Poor rapport
Low quality information
Presenting solutions instead of asking questions
Not entering the world (map) of “the person being coached”
Entering their world and “judging” them
Being impatient with their progress
Forgetting about their readiness and willingness to change 19

24. Reality Questions
Reality questions uncover more than coachee hidden drives and motives because they often identify underlying cause. This kind of coaching is more demanding and rewarding than surface approaches.
The request for an answer is essential to “invite the coachee to think”, to examine, to look, to feel, to be engaged.
The questions need to demand “higher level focus” to obtain the results of high quality input.
The reality answers sought should be “descriptive not judgmental”, to ensure honesty and accuracy.
The answers must be of sufficient quality and frequency to provide the coach with a “feedback loop”. 20

25. Coaching for Awareness
What do you want? ESTABLISH A GOAL
What is really going on? DO A REALITY CHECK
What else could you do? GENERATE OPTIONS
What will you do? IDENTIFY ACTION STEPS 21

26. Questions for Self-Discovery
Relationship/Work Questions for Self-Discovery
Wants?
Results?
Unintended results?
Actions, measures and causes?
Insights/intuition
Attitudes/perception/action
Patterns/barriers
Focus/engagement/acknowledgment 22

27. The Art of Belief To support others you must trust their judgment.
To support others, you must be a master of inquiry, asking the right questions, rather than telling.
To encourage others you must see the possibilities in them, especially when they can’t.
To guide towards improvement, one must catch others demonstrating steps towards the improvements you seek. 22